Ankita Pokharel
What we know now as education has crossed beyond an acquisition of knowledge process; it has transformed into a power of mind empowerment, an empowerment of individual agency, and the promotion of inclusivity. In this globally and diversely changing world, recognition is not enough; educators must also realize each and every individual’s unique needs. No specific method need be recalled or followed but, indeed, using some methods could bring extra value to teaching and learning experiences by increasing engagement, developing critical thinking, and meeting varied learning styles.
Great minds of the educational world such as John Dewey, Paulo Freire, and Abraham Maslow have given teachers frameworks through their ideologies to set classrooms that offer not only learning but also growth, empathy, and belonging. Dewey’s philosophy of experiential learning, Freire’s commitment to critical pedagogy, and Maslow’s need for meeting basic human needs form the very core within which their ideas stand the test of time, relevance, and vitality, because they all go a long way into shaping environments that would allow every student to flourish and shine.
Learning through Experience: The Philosophy of John Dewey
For John Dewey, the great pioneer in progressive education, rather, learning becomes significant just when the learner interacts with the entire world. According to him, education must secure experience for children, whereas teachers are facilitators to connect academic concepts to real-life applications.
The quote by Dewey, “Education is not preparation for life; education is life itself,” really puts pressure on the educator to make lessons concrete and relevant to the students’ realities. For instance, if the teacher wants to teach a foreign language, he or she can organize a cultural exchange or a visit to a community where that language is spoken. This immersive experience allows students to interact with native speakers, practice conversational skills, and observe how the language is used in real-life situations. Such practical exposure enhances their language proficiency and deepens their understanding of the culture associated with the language.
Dewey’s philosophy encourages teachers to use a variety of methods in order to accommodate different student needs. It also insists that every student should find their education relevant and meaningful at one point or another.
Critical Pedagogy: Educator Paulo Freire
Paulo Freire views education as an emancipating tool. Education is not being taught what to think; instead, it is giving opportunity for communication and stimulating one’s critical thinking. According to Freire, learners draw to classrooms differently based on the different backgrounds and various experiences, which should, at least, be brought forward.
As Freire said, “Education either functions as an instrument to bring about conformity or as a means of transforming society.” It means that teachers may create conditions for critical dialogue on those issues which emerge in the student’s life. For instance, a class debate on environmental justice could help students share personal experiences while analyzing broader societal implications and possible solutions. It enables students to perceive themselves as agents of change in bringing equity to society.
For Paulo Freire, teaching sans the repressive continuity of learning cannot achieve his utopia; that is, equipping a learner with questioning, analyzing, and taking action.
Maslow’s Hierarchy of Needs
Abraham Maslow’s Hierarchy of Needs provides an important lens for teachers to view students’ development. At the top of this hierarchy is self-actualization. According to Maslow, the journey toward self-actualization begins with fulfilling physiological, psychological, and social needs. Thus, the learning environment should first establish a safe and valued space, supported by instructors and classmates.
As Maslow reminds educators, “A musician must make music, an artist must paint, a poet must write, if he is to be ultimately at peace with himself,” referring to the realization of each student’s gifts. For instance, the teacher of an arts class in a multicultural environment might create peer mentoring among all diverse students to create belongingness.
This period marks a realization for teachers who are concerned with the full scope of their roles—not only as educators but as caregivers who create the conditions for learning and growth.
Integrating Theories for Inclusive Education
The insights of Dewey, Freire, and Maslow are complementary to one another in that they provide an overview of the framework of inclusive teaching. Dewey’s emphasis on experiential learning relates academic study to the real world, rendering it relevant. Freire’s focus on dialogue and critical pedagogy empowers students toward deep thinking and meaningful engagement with society. Maslow’s hierarchy ensures that teachers consider the foundational needs of students so as to provide supportive and nurturing environments.
For instance, one approach a middle school English teacher may use to integrate Dewey, Freire, and Maslow around the theme of identity could involve:
Dewey’s Experiential Learning: The teacher might have students read and analyze personal narratives or short stories about self-discovery. This requires students to engage in self-reflection through journals or group discussions, making the learning experience personal and meaningful.
Freire’s Critical Pedagogy: The teacher might facilitate discussions on identity, examining cultural, familial, and media influences. Such discussions would challenge students to think critically about how identity is shaped and what it means in a societal context.
Maslow’s Hierarchy of Needs: The teacher makes sure every student in her classroom is valued, nurtured, and heard within the emotional and social dimensions. This helps create a very safe space for students to explore their identities, engage in critical thinking, and forge communities of mutual respect.
This multidimensional approach allows students to engage in the content while nurturing emotional and social safety, allowing them to thrive as individuals in a diverse world. It is not just lesson delivery; it is life-building. The theories of Dewey, Freire, and Maslow stand to remind the teachers of the kind of influence they may create in their students’ lives. By creating an atmosphere of critical thinking, satisfying basic human needs, and using experiential learning, the classroom becomes a transformative space-inclusive, yet transformational.
The educator should accept all types of students: those who differ in intelligence, behavior, cultural background, and ability. The true art of teaching lies in understanding and developing each student’s different potential. Without embracing variation, a teacher forfeits their moral right to the profession. It makes teaching just a means for people to earn an income, devaluing the profession while making educators an obstacle to the very students they are trying to help.
It might be easier to manage a classroom full of uniform students who all behave the same way, ensuring things go smoothly. However, a real classroom is full of diverse learners, each with their unique strengths, challenges, and learning styles. In such an environment, a true teacher must adapt their approach and actively perform to meet the varied needs of each student. The key lies in flexibility, creativity, and responsiveness to create an engaging and inclusive learning experience for everyone.
Education needs much in the way of compassion, patience, and a serious sense of responsibility. Only then can teachers transform education into an institution that empowers individuals and society, leaving students in a better condition than before. This belief was best articulated by Freire, who said, “Education is the practice of freedom.” Let this freedom be shared between teacher and learner; let it be a journey founded on acceptance, respect, and commitment in a reciprocal relationship.
References:
John Dewey:
Experience and Education (1938)
Democracy and Education: An Introduction to the Philosophy of Education (1916)
Paulo Freire:
Pedagogy of the Oppressed (1970)
Abraham Maslow:
A Theory of Human Motivation (1943)
Motivation and Personality (1970)
